Teacher preparation, emotional behavior disorders, virtual classroom, avatars, after action review
The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and relationships between participant level of bias and the identified student avatars. These exchanges were more prevalent with one student avatar by both experimental and control PTs; indicating that student characteristics and their differences are important factors that need to be considered when addressing issues related to bias.
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Doctor of Philosophy (Ph.D.)
College of Education and Human Performance
Education; Exceptional Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education, Education -- Dissertations, Academic
Lopez, Angel L. Jr, "Examining Potential Teacher Bias Of Hispanic Males With Emotional Disturbances In Virtual Settings" (2012). Electronic Theses and Dissertations, 2004-2019. 2366.